Medieval History I

1. Provide a rational and critical knowledge of the past of the humanity for comprising the present.

2. Provide a precise knowledge of the events and of the processes of change and of continuity in a diachronic perspective.

3. Obtainment of a basic knowledge of the main methods, techniques and instruments of analysis of the historian, from most traditional ways to most recent virtual tool.

CONTENTS:

0. The Middle Ages. An introduction.

SECTION I – THE EARLY MIDDLE AGES (4th-8th centuries):
1.- The dawn of the Middle Ages: the end of the Western Empire.
2.- The Europe of the Germanic kingdoms: organization, kingdom and territory.
3.- The Church at the beginning of the Middle Ages: orthodoxy, heresy and monasticism.
4.- The Eastern Empire and Islam since the beginning of the Middle Ages.
5.- Economy, society and culture in the early Middle Ages.

SECTION II – THE HIGH MIDDLE AGES (8th-10th centuries):
6.- Carolingian Europe: the dynasty, the empire.
7.- The fall of the Carolingian Empire: political crisis and the second invasions.
8.- The Church in the High Middle Ages: institution, reform and culture.
9.- Economy, society and daily life in early medieval Europe.
10. Peripheral territories. Islam and Bizance in high Middle Ages.

11.- The medieval West until the year one thousand: political spaces in the paths of feudalism.

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DEVELOPMENT OF THE COMPETENCES IN THE COURSE:
-The presentation of the period in its extension in a brief Introduction to the Middle Ages, will articulate the fundamental understanding to understand the general diachronic structure of the past (Objective 1).
-The two temporal sections, in which historical time follows different rhythms, will emphasize the relationship with spatial coordinates. The student will acquire awareness of the space-time coordinates and a precise knowledge of the events and processes of change and continuity from a diachronic perspective (Objective 2).
-The theoretical activity and the associated personal work will contribute to the development of two general skills: knowing and analyzing the diachronic structure of history (CG-1) and using, ordering and interpreting historical sources (CG2).

Basic Bibliography:

ÁLVAREZ PALENZUELA, V. Á. (coord.), Historia Universal de la Edad Media, Barcelona, Ariel, 2013 (1ª ed. 2002).
CLARAMUNT, S., PORTELA, E., GONZÁLEZ, M. y MITRE, E., Historia de la Edad Media, Barcelona, Ariel, 1992 (1ª ed.), 1995 (2ª ed.), 2006 (7ª reimp. de 2ª ed.), 2008.
COLLINS, R., La Europa de la Alta Edad Media: 300-1000, Akal, Madrid, 2000 (1ª ed. 1991).
DONADO VARA, Julián; ECHEVARRÍA ARSUAGA, Ana, Historia Medieval I (siglos V-XI 1), Ed. Universitaria Ramón Areces - UNED, Madrid, 2014.
GARCÍA DE CORTÁZAR, J. A., SESMA MUÑOZ, J. A., Manual de Historia Medieval, Madrid, Alianza, 2008 (revisión de Historia de la Edad Media. Una síntesis interpretativa, Madrid, 1997).
KAPLAN, M. (dir.), Edad Media. Siglos IV-X, Granada, Universidad de Granada, 2004.
LADERO QUESADA, M.A., Historia Universal. Edad Media, Barcelona, 1992 (2ª ed.).
LE GOFF, J., La civilización del occidente medieval, Barcelona, 1999.
MACKAY, A., DITCHBURN, D. (eds.), Atlas de Europa Medieval, Madrid, 1999.
McKITTERICK, R., La Alta Edad Media, Barcelona, Crítica, 2001.
MITRE FERNÁNDEZ, E., Textos y documentos de época medieval, Barcelona, 1998.
MITRE, E., GARCÍA MORENO, L. A., LADERO, M. A., GONZÁLEZ, M., SARASA, E. y BELTRÁN, F., Manual de Historia Medieval Universal. 3. Alta Edad Media, Madrid, Historia 16, 1994.
MITRE, E., La primera Europa: Romanos, cristianos y germanos 400-1000, Madrid, 2000.
PICARD, C. y ZIMMERMANN, M., Edad Media: Siglos IV-X, Granada, 2004.
The New Cambridge Medieval History, vols. 1, 2 e 3, Cambridge, Cambridge University Press, 1995-2005.
VERGER, J., La Alta Edad Media, Madrid, Sarpe, 1986.
WALLACE-HADRILL, J. M., The Barbarian West, 400-1000, Oxford, Basil Blackwell, 2000.
WICKHAM, C., Una historia nueva de la Alta Edad Media: Europa y el mundo mediterráneo (400-800 d.C.), Barcelona, Crítica, 2008.

Complemetary bibliography:

BONNASSIE, P., Del esclavismo al feudalismo en la Europa Occidental, Barcelona, 1993.
BOUGARD, F. (dir.), Le Christianisme en Occident du début du VIIe au milieu du XIe siècle, Paris, 1997.
BROWN, P., El mundo en la Antigüedad tardía, Madrid, 1989.
COUPLAND, S., “The Carolingian army and the struggle against the Vikings”, Viator, 35 (2004), 49-79.
FLEMING, R., Britain after Rome. The Fall and Rise, 400-1070, London, 2011.
FREEDMAN, P., “Siervos, campesinos y cambio social”, en Señores, siervos, vasallos en la Alta Edad Media, Pamplona, 2002, 127-146.
GARCÍA MORENO, L., “Los bárbaros y los orígenes de las naciones europeas”, Cuadernos de Historia de España, 80 (2006), 7-23.
GOFFART, W., Barbarians and Romans, A.D. 418-584. The techniques of accommodation, Princeton, 1980.
HENNING, J., “Slavery or freedom? The causes of early medieval Europe’s economic advancement”, EME, 12:3 (2003), 269-277.
HERRIN, J., The formation of Christendom, Princeton, 1987.
ISLA, A., La Europa de los carolingios, Madrid, 1993.
MIDDLETON, N., “Early medieval port customs, tolls and controls on foreign trade”, EME, 13:4 (2005), 313-358.
Nascita dell’Europa ed Europa carolingia: un equazione da verificare, Spoleto, 1981.
RICHÉ, P., Écoles et enseignement dans le haut Moyen Âge. Fin du Ve siècle – debut du XIe siècle, 2ª ed., París, 1989.
RICHÉ, P., Les Carolingiens. Une famille qui fit l’Europe, París, 1983.
WICKHAM, C., “Space and society in early medieval peasant conflicts”, en Uomo e spazio nell’Alto Medioevo, Spoleto, 2003, 551-587.

GENERAL:
1. Know and analyse the diachronic structure of the history.
2. Use, order and interpret the historical sources.
3. Know and have skill to use the instruments of compilation of information, such like bibliographic catalogues, inventories of archives, and electronic references.

SPECIFIC:
1. Know, analyse and transmit the general history and the own history of the territory.
2. Know, analyse and interpret in detail one or more specific periods of the past of the humanity.
7. Comprise, interpret and elaborate historiopgraphic texts or original documents in the own language.

TRANSVERSAL:
1. Apply analytical thought, critic, logical and creative, showing dowries of innovation.
2. Work of autonomous form with responsibility and initiative.
4. Communicate information and ideas of clear and effective way in public.

TEACHING OF THE SUBJECT:

a) Lectures: preferential presentation and explanation of the basic theoretical contents of the subject. It is a face-to-face activity that recquires presence in the classroom.
b) Interactive classes: work sessions in small groups, dedicated to the discussion of readings from primary sources previously selected by the teacher and discuss by the students, work with virtual tools and platforms for research in Medieval History of the early Middle Ages, as well as a final project. The content of the interactive classes will aim to deepen the knowledge of topics of special relevance for understanding the evolution of different aspects of the High Middle Ages, basing the work on primary sources in several tools.

METHODOLOGICAL COMPLEMENTS OF TEACHING:
-Course in the Virtual Campus in which you will have various support materials and a calendar of activities.
-Personalized tutorials to monitor scheduled activities, as well as the definition of personal essays/work.

THE EVALUATION OF THE STUDENT will consist of:

1) Evaluation of the theoretical content. Through a written exam. Both in the ordinary and in the extraordinary opportunity, it will mean 60% of the final grade. In order to average the final grade, it will be necessary to obtain a minimum grade of 4 points out of 10. The exam will consist of: major question to be developed; text commentary; and two short questions to develop. It will have appraised space and it will be held on the date and classroom established by the Faculty of Geography and History for that purpose.

2) Evaluation of interactive contents. Through: attendance and participation in interactive sessions; completion of follow-up questionnaires or reinforcement of the contents; realization of an essay and individual work of the student; and essay or dialogue session about the mandatory reading DUBY, Georges, El Año Mil. The topic of the essay will be an agreed issue related to the agenda in a broad way and will have a weight of 30% in the final grade. Participation in the classroom and completion of follow-up or essay or reinforcement questionnaires will account for 10% of the final grade.

CALCULATION OF THE FINAL GRADE:
The final grade for the subject will result from the proportionate integration of the indicated elements: written exam (60%); essay/individual work (30%); and interactive part in attendance, participation and questionnaires (10%).

SECOND CHANCE CALL:
The qualification for the second chance call will be obtained through a written test on the content of the subject following said model. Regarding the part corresponding to the interactive classes, the student will be evaluated with the work and/or activities developed in the classes. Students who have presented all the practical work during the course are not obliged to present them again, and they will only have to pass the exam of the corresponding call.

DISPENSATION OF ASSISTANCE
For people with assistance exemption, the evaluation will consist of the mark of the written test (50%) and the delivery of an essay/individual work (50%).

Each hour of theoretical teaching (lectures) must be accompanied by a complementary work of the student of about two hours with the help of the bibliographic material, in order to carefully read the theoretical contents and assimilate them.

At the same time, for each of the hours of interactive teaching, the student must invest at least four hours of personal work.

Taking into account the teaching load of the subject and the aforementioned predictions, it is considered that the student's personal work time should be around 150 hours.

Although no specific prior training is necessary to enter the degree in History in general and enrollment in this subject in particular, it is recommended that the student's training be of a humanistic profile.

In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for the evaluation of the academic performance of students and the review of grades" will apply.I n case of academic fraud as defined in article 42 of the USC Coexistence Law of March 2023, the sanctions provided for in article 11 will be applied if plagiarism occurs in academic works or exams or non-consensual use of Intelligence tools. Artificial.